105 ask to answer it. One of the students said that it was difficult to say English because
of their lack of vocabulary. Other students said that sometimes they weren’t interested in the text which they discussed. Further they said that actually each
student was permitted to look for their interesting texts. They also reminded the teacher that the teacher didn’t do reward and punishment yet to the group who was
active and not active. In the next meeting on October 29
th
, 2007, post test was done.
b. Outside Class Activity
Each group has its own text. To help the group to understand and get the information of their own texts, the teacher gave a chance to each group to consult
their difficulties. The group consultation was about getting general idea, specific idea of the texts, difficult words which they found, and structural and grammatical
problems. Outside class activities were carried out in ten days from October 15
th
, 2007 to October 25
th
, 2007. It was done in the afternoon after class. The schedule of group consultation was October 15
th
for group 7 and 6, October 16
th
, for group 10 and 2, October 17
th
for group 5 and 8, October 18
th
, for group 3 and 1 and October 19
th
for group 9 and 4. For the second chance, the schedule was October 20
th
, 2007 for group 1 and 2, October 22
nd
, 2007 for group 3 and 4, October 23
rd
, 2007 for group 5 and 6, October 24
th
, 2007 for group 7 and 8 and the last meeting was on October 9 and 10 for group 10 .
In outside-class activity, the groups consulted about many problems that they felt difficult in English especially reading. In these activities, the researcher
106 knew about their problems in English which they faced. By group consultation
which consisted of four students, the learning was more effective. She could ask the students one by one about herhis understanding of their texts. On the other hand,
each student could ask hisher problems to the teacher intensively. On October 15
th
, 2007, the first group was group 1. The consultation started at 12.30 PM to 14.00 PM, the discussions were about finding the general idea. The
next group, group 7 didn’t know the general idea of their texts because there were many difficult words found in their texts. Actually the words were in dictionary, the
problems occurred when they didn’t have a complete dictionary. Most of the students in the class only have a simple dictionary. The problems occurred if they
faced the difficult words. The other problems were about grammatical problem. Three out of four students in this group were confused about parts of speech. To
solve this problem the teacher asked them to look up the dictionary and guided them to find the parts of speech of a word. The same problems were also faced by the
second group. There were only two students who were confused about parts of speech but the leader of the group could solve the problems. When the problems
could be solved by the leader, they didn’t consult to their teacher. Not all the members of group were interested in studying English, so it was difficult to the
teachers to guide them. They joined the group consultation just because of an obligation. They didn’t realize that they needed it. In the first fifteen minutes, it was
difficult to motivate them. They didn’t want to tell their difficulties, they only kept silent and joined the activities. But after fifteen minutes, the situation became
107 comfortable. Most of the problems faced by the students on October 15
th
, 2007, were about parts of speech and identifying general idea.
The second meeting on group consultation was October 16
th
, 2007. Like the first meeting, this consultation discussed the problems faced by the students during
the English class. There were group ten and group two. The first group, group ten, faced the problems in identifying specific ideas in their texts. They got general idea
but they felt difficult to identify the specific idea. In these problems the teacher guided them to discus the specific idea. All members in group three were interested
in English lesson so it wasn’t difficult for the teacher to explain and guide them. The second meeting was group two. Like the first meeting, that group was interested in
studying English, so it wasn’t difficult to motivate them. They regarded their teacher as their friend. There wasn’t a distance among them, the discussion was relax and
enjoyable. The third consultation was October 17
th
, 2007. There were group five and eight. The first meeting was group six. The situation in group five was like group
one. It happened because only one student in group six was interested in learning English, three students in group six depressed to learn English. This argument came
from their own argument about English when the teacher held the interview. First they felt afraid but after fifteen minutes the situation was comfortable and enjoyable
to study. The students who didn’t want to study English began to say English words. The problems faced by them were about grammatical. They were confused to
identify the sentence in their texts. The same problems also occurred in the group eight. All the members in group six weren’t interested in learning English. Their
108 problems were known by the teacher when they joined the group consultation. First
it was difficult to motivate them. But the teacher asked them to learn English not as usual like the other groups. She gave many games for them until they enjoyed
learning English. After they felt enjoyable to learn English, the teacher asked them what their problems about their texts were. Their problem was in vocabulary. They
felt afraid of studying because their vocabulary was poor. To improve their vocabulary, she guided them to find the meaning of difficult words.
On October 18
th
, 2007, the consultation was done for group three and group one. In the first meeting, it wasn’t difficult to guide them because all members were
interested in learning English. They said that they seldom active in English class because they felt afraid to make a mistake in saying English words. The consultation
discussed about their difficulties in identifying the general idea of texts quickly. The next meeting was group one. Like the other groups, group one felt afraid in making
mistake. Their problems were about grammatical. They were confused about how to identify tenses. In this problem the teacher guided them about tenses. Before
discussing tenses in their text, she gave them some exercise about tenses and explained them. The second meeting was group nine. All members of group nine
were interested in learning English. Their problem was about identifying the specific idea of their texts quickly. They said that they needed a long time to
comprehend their text. Besides their vocabulary was poor so they had to look up the meaning of the words. Further they said that it needed a long time to find the
meaning of the words. They said that they had tried to guess the meaning but sometimes after they checked the meaning of the words the meaning was different.
109 To solve the problem the teacher gave other texts, and guided them to identify the
specific idea. The meaning of difficult words was explained too. Next consultation was held on October 19
th
, 2007. The groups were group 9 and group 4. The characteristic of group 9 and 4 were like group 1. All members of
the group were interested in learning English. Although they faced many problems in English they had a motivation to learn English. The situation in group
consultation was enjoyable. They regarded the teacher was their friend. They asked many problems of English. They still felt difficult to comprehend their texts that
were about identifying the general idea and specific idea of the texts. The second chance of consultation was done to improve their weaknesses in
the first chance. The aims of the consultation were to improve their difficulties of English. The schedule was as follows: October 20
th
, 2007 for group 1 and 2, October 22
nd
, 2007, for group 3 and 4, October 23
rd
, 2007 for group 5 and 6, October 24
th
, 2007 for group 7 and 8 and the last meeting was group 9 and 10.
3. Observation in Cycle 1
